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Relationship of English-only to young children's social and language skills

Relationship of English-only to young children's social and language skills. - Page 1

#41 | March 2007
Relationship of English-
Only to Young Children’s
Social and Language Skills
Snapshots are summaries of research articles, books, and other publications by researchers at Continued
the FPG Child Development Institute at UNC-Chapel Hill. Permission is granted to reprint this
article if you acknowledge FPG and the authors of the article on which this Snapshot is based.
For more information, call the FPG Publications Office at 919-966-4221 or
email <FPGpublications@unc.edu>. Visit us at <www.fpg.unc.edu>.
With the November 7th passage of Proposition 103, Arizona became the 28th state in the nation to adopt English as its official
language. It’s the latest success of the so-called “English-only” movement which began in the 1980s. Supporters of the movement
assert that bilingualism is harmful to children, hurting their self-esteem and
preventing them from becoming proficient in English thereby impeding their academic
success.
Not surprisingly the movement comes at a time when according to the U.S. Census the
Latino population has grown by almost 60 percent in the past decade alone. Such growth
affects almost every current policy issue, including how to best help young Spanish-speakers
achieve school readiness. Today, more than 16 percent of children in preschool programs are
not native English speakers.
Given the increasing number of foreign-born preschoolers, it is critical to address
the claims made by the “English-only” movement, particularly as they fuel public policy
decisions. A study in the April 2007 issue of Early Education and Development shows that
such policies may not help children with English proficiency, and actually harm children in
other ways.
Researchers showed that Spanish-speaking children with teachers who spoke some
Spanish in the classroom were rated by their teachers as having better social skills and
closer relationships with their teachers than children with teachers who did not speak Spanish in the classroom. Children experienced less
bullying by their classmates, and teachers had a more positive view of these children. The amount of Spanish spoken in the classroom was
not related to a child’s English proficiency.
The study, “Spanish-speaking children’s social and language development in pre-kindergarten classrooms,” examined:
• The quantity and quality of language interactions between Spanish-speaking children and their teachers;
• The relations between language interactions children experienced in the classroom and children’s social and
behavioral competence as rated by teachers and independent observers;
• The relationship between language interactions and the teacher-child relationship; and
• Whether language interactions were related to changes in Spanish-speaking children’s English and Spanish skills over the pre-kindergarten
year.
The Role of Language
Language plays an important role in children’s social development. Yet many early childhood programs are moving towards a system that
may isolate the English language learner, leaving them at risk for social and language problems.
Language also impacts the teacher-child relationship. That is why the quality of language interactions is a central component of how to
measure classroom quality. These relationships are critical to future academic success.

#41 | March 2007
Relationship of English-
Only to Young Children’s
Social and Language Skills
Snapshots are summaries of research articles, books, and other publications by researchers at Continued
the FPG Child Development Institute at UNC-Chapel Hill. Permission is granted to reprint this
article if you acknowledge FPG and the authors of the article on which this Snapshot is based.
For more information, call the FPG Publications Office at 919-966-4221 or
email . Visit us at .
With the November 7th passage of Proposition 103, Arizona became the 28th state in the nation to adopt English as its official
language. It’s the latest success of the so-called “English-only” movement which began in the 1980s. Supporters of the movement
assert that bilingualism is harmful to children, hurting their self-esteem and
preventing them from becoming proficient in English thereby impeding their academic
success.
Not surprisingly the movement comes at a time when according to the U.S. Census the
Latino population has grown by almost 60 percent in the past decade alone. Such growth
affects almost every current policy issue, including how to best help young Spanish-speakers
achieve school readiness. Today, more than 16 percent of children in preschool programs are
not native English speakers.
Given the increasing number of foreign-born preschoolers, it is critical to address
the claims made by the “English-only” movement, particularly as they fuel public policy
decisions. A study in the April 2007 issue of Early Education and Development shows that
such policies may not help children with English proficiency, and actually harm children in
other ways.
Researchers showed that Spanish-speaking children with teachers who spoke some
Spanish in the classroom were rated by their teachers as having better social skills and
closer relationships with their teachers than children with teachers who did not speak Spanish in the classroom. Children experienced less
bullying by their classmates, and teachers had a more positive view of these children. The amount of Spanish spoken in the classroom was
not related to a child’s English proficiency.
The study, “Spanish-speaking children’s social and language development in pre-kindergarten classrooms,” examined:
• The quantity and quality of language interactions between Spanish-speaking children and their teachers;
• The relations between language interactions children experienced in the classroom and children’s social and
behavioral competence as rated by teachers and independent observers;
• The relationship between language interactions and the teacher-child relationship; and
• Whether language interactions were related to changes in Spanish-speaking children’s English and Spanish skills over the pre-kindergarten
year.
The Role of Language
Language plays an important role in children’s social development. Yet many early childhood programs are moving towards a system that
may isolate the English language learner, leaving them at risk for social and language problems.
Language also impacts the teacher-child relationship. That is why the quality of language interactions is a central component of how to
measure classroom quality. These relationships are critical to future academic success.